Date of Award

Spring 4-27-2019

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Floralba A. Marrero, Ed.D.

Second Advisor

Marilyn Lewis, Ed.D.

Third Advisor

Anastasia D’Angelo, Ed.D.


This action research study was designed to understand the causes of behavioral problems that led to an excessive number of teacher office referrals and school suspensions at a public school in North Carolina and identify behavior techniques and effective modern-day classroom management methods that could be utilized in the classroom to reduce this problem. The sample was formed by a total of 60 fifth-grade students between the ages of 10 and 11 years and six teachers. Data was gathered using parent and teacher questionnaires, school suspension records, teacher write-ups, office referrals, classroom observations, and video conferencing or face-to-face interviews. Based on the results of the data analysis and informed by the theories of pro-social behavior, behavior, and change theory, a behavior management intervention was developed and implemented for the fifth grade. Findings showed that, once the teachers learned and applied strategies to handle and prevent unwanted behavior, there was a significant decrease of office referrals, teacher write-ups, loud outbursts, off-task students, and disruptive behavior, as well as an increase of teacher confidence.